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work, " a tongue of itself both deep in conceit and frank in
delivery " ?   "I do not think," he adds, " that any language, be it
whatsoever, is better able to utter all arguments either with more
pith or greater plainness than our English tongue, not any whit
behind either the subtle Greek for crouching close, or the stately
Latin for spreading fair."*    Thirty years later, the plea for the
scholarly study of English was reinforced and extended by another
schoolmaster, John Brinsley, the headmaster of Ashby-de-la-
Zouch School, in his LudusLiterarius, The Grammar School (1612).
Apart from suggestions for reform, the book is a mine of informa-
tion about the practices of the grammar schools of this period.
Quite the most important section of it is that dealing with the
teaching of English.   Before proceeding to practical suggestions
he states the case for " the further teaching of English " most
admirably.   Complaint has been made, he says, that in most of
the grammar schools " there is no care had in respect to train up
scholars so as they may be able to express their minds purely and
readily in our own tongue, and to increase in the practice of it, as
well as in the Latin or Greek;   whereas our chief endeavour
should be for it, and that for these reasons:   (i) Because that
language which all sorts and conditions of men amongst us are to
have most use of, both in speech and writing, is our own native
tongue.   (2) The purity and elegancy of our own language is to be
esteemed a chief part of the honour of our Nation.  (3) Because of
those which are for a time trained up in schools, there are very
few which proceed in learning, in comparison of them which
follow other callings.5 'f

In the galaxy of Elizabethan educators must be included one
who, though neither a teacher himself rior much interested in
tlie practice of education, yet exercised a greater influence oit
educational thought than any or perhaps all of them. This was
Francis Bacon, Lord Verulam (1561-1626), the great expositor
and philosopher of the new scientific movement which was the
last gift of the Italian Renaissance to the world.

For one who took all that concerned knowledge for his province,
Bacon has curiously little to say about s the grammar schools.
In one perfunctory section of The Advancement of Learning he
touches briefly on the part played by Pedagogy in the transmission

* Foster Watson, Teaching of Modern Subjects in England, pp. 10, u.
Canapagnac's Edition, pp. ai, 22.